Knowledge assessment: Short answers

Trainer & Assessor Marking Guide

Criteria
Unit code, name and release number
ICTPMG501 - Manage ICT projects (1)

**This unit sits in all the qualifications below. This assessment is not to be amended**

Qualification/Course code, name and release number

ICT50418 - Diploma of Information Technology Networking (1)

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 Version: 20200214
Date created: 14 February 2020
Date modified: 14 February 2020

For queries, please contact:

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This assessment can be found in the: Learning Bank
The contents in this document is copyright © TAFE NSW 2020, and should not be reproduced without the
permission of the TAFE NSW. Information contained in this document is correct at time of printing: 22 February
2022. For current information please refer to our website or your teacher as appropriate.

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 Assessment instructions
Table 1 Assessment instructions

Assessment details Instructions

Instructions for the This is a written assessment and will be assessing the student on
trainer and assessor their knowledge of the unit.

This assessment is in one part:

1. Short answer questions.

On completion of this assessment, students are required to

submit this assessment paper to the assessor for marking.

Model answers, sample responses or a criteria for each question

are provided below.

Use these to support your judgement when determining a

satisfactory result.

The student’s response to each question must contain the

information indicated in this marking guide in order for their
response to be correct. However, if a student provides
information other than indicated below, and in the professional
opinion of the assessor it is appropriate and meets the intent of
the question, it may be considered correct.

The assessment feedback page must be signed by both the

student and the assessor so the student displays that they have
received, understood and accepted the feedback.

Complete the assessment feedback to the student and ensure

you have taken a copy of the assessment prior to it being
returned to the student.

Ensure the student’s name appears on the bottom of each page

of the submitted assessment.

About this marking The student’s response to each question must contain the
guide information indicated in this marking guide in order for their
response to be correct.

All questions must be answered correctly in order to satisfactorily

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 Assessment details Instructions

complete this assessment event.

Assessors will need to make a judgement call as to whether each

answer/response meets the criteria based upon the:

Student must provide
 Rules of Evidence:
o Validity – does the answer address the assessment
question and does the evidence reflect the four
dimensions of competency?
o Sufficiency – is the answer sufficient in terms of
length and depth?
o Currency – has the work been done so recently as
to be current?
o Authenticity – is this work the student’s own
authentic work?
 Principles of Assessment:
o Fairness – individual student’s needs are
considered in the assessment process
o Flexibility – assessment is flexible to the individual
student
o Validity – any assessment decision is justified,
based on the evidence of performance of the
student
o Reliability – evidence presented for assessment is
consistently interpreted and assessment results
are comparable irrespective of the assessor
conducting the assessment
 Dimensions of competency
o Task skills
o Task Management Skills
o Contingency Planning Skills
o Job Role Environment Skills
 USB drive or other storage method with enough free
space to save work to.

Assessor must  Access to the Learning Management System

provide
 Office equipment, materials and industry software
packages. E.g. classroom computers, Microsoft Word

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 Assessment details Instructions

Time allowed Indicative time to complete assessment:

 Two hours.

This assessment may take place in or out of the classroom.

Assessment location The student may access their referenced text, learning notes and
other resources.

This may be supervised or unsupervised.

If unsupervised, your assessor may ask for additional evidence to

Supervision
verify the authenticity of your submission and confirm that the
assessment task was completed by you.

Reasonable If a student has a permanent or temporary condition that may

adjustment prevent them from successfully completing the assessment
event(s) in the way described, the student can approach you to
request ‘reasonable adjustment’ for the assessment. If this
happens, you may take the following actions:

 For out of class activities, you may grant an extension to

the submission date or offer to combine this activity with
verbal questioning, depending on the condition of the
student.

 For in-class activities, adjustments can be made in line

with the reasonable adjustment required and may include
extra time and adjustment of the simulated work
environment to meet physical requirements.

Any reasonable adjustments offered and undertaken, must be

recorded in the feedback section of the assessment instrument.

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 Part 1: Short answer questions
Read the questions carefully. Each answer should be 50-200 words.

Sample answers are listed below each question. Responses should contain the general
information given, however answers may vary.

1. Explain the difference between consultation and communication in the context of

project management.

Consultation refers to a process by which an audience of appropriate stakeholders will

be engaged to gain feedback that will contribute to and ultimately help shape a planned
activity. Communication refers to a passing of information onto a targeted audience,
which may be two-way in its interaction, but it contains no commitment to make use of
what comes back. The difference is that consultation is aimed at actively seeking
feedback that will shape the next steps or the requirements or project.

2. Outline and evaluate at least three methods of communication and consultation that
you would use within a project management framework, including interviewing
techniques.

Conduct Focus group review sessions with Stakeholders, for example review of business
requirements. Strategies - 1. Supply a topic guide, 2. Set ground rules, 3. Record the
sessions, 4. Incorporate the feedback. Face to face communication is good for consulting
stakeholders as it helps people share their ideas and build trust.

Individual interviews - 1. Prepare a set of questions, 2. Provide a list of topics prior to

session, record session, 3. Review information gathered at the end of the session with
interviewee. These are good for both communicating and consulting, you need to be
prepared and focused. They can be face to face (live or video) or telephone. Written
interviews (questions in surveys and emails) are easier to ignore so you may not get a
good response.

Emails to stakeholders and team members to update them or pass on information. They
are fast, and keep a written record, however they are not good for formal written
communication (unless sending a report or document). Email content can be
misunderstood as it may be written hastily.

Formal reports to summarise project activity. These are a good written record of a
project.

3. Describe the following communication styles and the strategies you could use when
communicating or consulting with people on a project.

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 Communication style Description Strategies

Ask them what they are

Can act indifferently, uncaring,
will yield to others, fail to
Passive express their ideas or feelings.
Lack of eye contact, inability to
say no.
thinking or feeling,
acknowledge what they are
saying, emphasise that you
appreciate their opinions.
Listen to them, be aware of
your body language (e.g.
crossed arms), resolved
conflicts immediately.

Recognise when someone is

Loud or demanding voice,
dominating or controlling
Aggressive others by intimidating,
threatening. Are often rude
and fail to listen to others.
being aggressive, be calm and
pleasant, ask open-ended
questions, stick to the facts, be
assertive, don’t take things
personally, stand up for your
rights.

May appear passive on the

Passive-Aggressive
surface but build up a
resentment to act out
Do not react to their
indirectly. They don’t confront
behaviour, do not blame or
the person or issue, may deny
judge, engage them positively
there is a problem. May give
and assertively, be empathetic.
someone the silent treatment,
spread rumours, sabotages
other people’s efforts.

Openly communicates without

being overbearing, expresses
their own needs, ideas and
Mirror their behaviour and be
Assertive feelings while considering the
assertive yourself.
needs of others. They own
their feelings and behaviours
without blaming.

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 4. Describe the characteristics of both leaders and technical teams and explain how
they contribute to effective teamwork in ICT projects.

How they contribute to effective

Role Characteristics
teamwork

Clear communicator
Projects will proceed as planned,
Ability to delegate
Leader people will enjoy working in the
Decisive
team
Time management

Responsible
Projects will be implemented as
Ability to listen
Technical team planned, people will enjoy their
High technical skills
work
Team player

5. Analyse and explain the process of establishing technical teams.

1. Review the project plan and based on the products / deliverables define the Team
roles and responsibilities.

2. Determine the number of members required.

3. Hire / contract team members based on their skills/experience

4. Induct (project management methodology, technical roles / descriptions, WHS,

Project Goal and objectives)

5. Assign tasks.

6. Establish and promote the team operating guidelines including team reporting,
communication processes

7. Conduct regular team meeting which encourage team member participation /

discussions.

8. Conduct regular reviews / peer reviews

9. Provide feedback regularly to team members.

6. Analyse and explain the stages of team development.

Note this answer is source from Lumen Learning which is open source learning material
for management and project management

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 trainghttps://courses.lumenlearning.com/suny-principlesmanagement/chapter/reading-
the-five-stages-of-team-development/

Forming stage

The forming stage involves a period of orientation and getting acquainted. Uncertainty is
high during this stage, and people are looking for leadership and authority. A member
who asserts authority or is knowledgeable may be looked to take control. Most
interactions are social as members get to know each other.

Storming stage

The storming stage is the most difficult and critical stage to pass through. It is a period
marked by conflict and competition as individual personalities emerge. Team
performance may actually decrease in this stage because energy is put into unproductive
activities. Members may disagree on team goals, and subgroups and cliques may form
around strong personalities or areas of agreement. To get through this stage, members
must work to overcome obstacles, to accept individual differences, and to work through
conflicting ideas on team tasks and goals. Teams can get bogged down in this stage.
Failure to address conflicts may result in long-term problems.

Norming stage

If teams get through the storming stage, conflict is resolved and some degree of unity
emerges. In the norming stage, consensus develops around who the leader or leaders
are, and individual member’s roles. Interpersonal differences begin to be resolved, and a
sense of cohesion and unity emerges. Team performance increases during this stage as
members learn to cooperate and begin to focus on team goals. However, the harmony is
precarious, and if disagreements re-emerge the team can slide back into storming.

Performing stage

In the performing stage, consensus and cooperation have been well-established and the
team is mature, organized, and well-functioning. There is a clear and stable structure,
and members are committed to the team’s mission. Problems and conflicts still emerge,
but they are dealt with constructively. (We will discuss the role of conflict and conflict
resolution in the next section). The team is focused on problem solving and meeting
team goals.

Adjourning stage

In the adjourning stage, most of the team’s goals have been accomplished. The emphasis
is on wrapping up final tasks and documenting the effort and results. As the work load is
diminished, individual members may be reassigned to other teams, and the team

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 disbands. There may be regret as the team ends, so a ceremonial acknowledgement of
the work and success of the team can be helpful. If the team is a standing committee
with ongoing responsibility, members may be replaced by new people and the team can
go back to a forming or storming stage and repeat the development process.

7. Evaluate the processes that can be used for monitoring your own as well as the team
performance within a project and explain how they are used for monitoring.

Have clearly-defined, publicised roles and responsibilities for each team member to
ensure the team members know the skills they are expected to have. This will help
define the criteria that can be used for evaluating performance.

Set clear project operating procedures to ensure the team members know the steps they
need to follow. This will help define the criteria that can be used for evaluating
performance.

Provide regularly updated task lists with deadlines for each team member to ensure the
team members know exactly what they need to complete. This will help define the
criteria that can be used for evaluating performance.

Review project progress with team and individuals regularly to monitor the project
progress and enable the plan to be updated if necessary.

Conduct peer reviews to monitor how effectively each member applies teamwork.

Update actuals against plans to monitor the effectiveness of the overall project
management and the planning.

8. Explain how team roles and delegation would differ within a multi-project
methodology context, compared to a single project.

Answer should address:

- the complexity of competing project responsibilities when in a multi project situation

- The need to negotiate with other project managers / or suppliers if the team or person
is in a multi-project situation and reports to more than one project manager

- The importance of having very clearly defined responsibilities and authorities per
person per project.

- Additional support through clear and regular communication. Ongoing communication

is critical to ensure the project’s success.

- Concentrating on results. Instead of micromanaging people, it would be a lot more

productive if you focus on the outcome rather than how the work was done. Each person
has their own unique method of working.

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 - Build and maintain motivation.

- Maintain control. This entails discussing the timelines and milestones. It is also your
responsibility to review all submitted work for quality.

9. Analyse and explain what the techniques of estimation and cost analysis are and why
you would use them when managing a project.

Estimation – Has 3 components - effort, cost and resource. The answer should identify
and explain the components.

Cost Analysis is the technique of modelling costs to support strategic planning, decision
making and reduction of costs.

10. Summarise and evaluate at least two estimation techniques.

• Top-down - high-level chunks at the feature or design level are estimated and are
decomposed progressively into smaller chunks or work-packets as information is
detailed. The labour effort, costs and resources are estimated for higher level tasks and
then into specific detailed tasks within the project plan

• Bottom-up - the requirements are known at a discrete level where the smaller
workpieces including the labour effort, costs and resources are estimated are then
aggregated to estimate the entire project.

• Analogous Estimating - used when there is a reference to a similar project executed

and it is easy to correlate with other projects. Expert judgment and historical information
of similar activities the including the labour effort, costs and resources in a referenced
project are gathered to arrive at an estimate of the project.

• Parametric Estimate - uses independent measurable variables from the project work.
For example, the cost for construction of a building is calculated based on the smallest
variable as the cost to build a square feet area, the effort required to build a work packet
is calculated from the variable as lines of codes in a software development project. This
technique gives more accuracy in project estimation.

• Three-point Estimating - uses a mathematical approach as the weighted average of

an optimistic, most likely and pessimistic estimate of the work package. This is often
known as the PERT (Program Evaluation and Review Technique).

11. Summarise and evaluate at least two cost analysis techniques.

Estimates – developing forecasts of costings, which is an important step in planning any

type of business, project or strategy.

Lifecycle cost analysis – calculating the total cost of ownership of an asset over its life.

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 Cost-benefit analysis assesses costs versus the value of the benefits of the project
outcome to determine the viability of the project. It offers a reference base for
comparing projects by determining which project benefits are greater than its costs.

Efficiency – uses an efficiency formula for measure cost efficiency.

Cost effectiveness – compares costs of strategies relative to non-tangible results i.e. not
purely financial.

12. Identify at least three project-management methods or techniques and describe each
method and its characteristics.

Project management
Description
method / technique

This is a set of standard terminology and guidelines (a

Project Management Body of
Knowledge (PMBOK)
body of knowledge) for project management. PMBOK
framework consists of five process groups, ten
knowledge areas and 47 project management (PM)
processes. The knowledge areas group the PM processes
by project management content.

This is a project management and governance

framework that works by dividing projects into
manageable and controlled stages, focusing on the
delivery of satisfactory products rather than simply
PRINCE2 (Projects in
carrying out a standardized list of activities. This ensures
Controlled Environments)
that managers can deliver projects on time and within
budget while still periodically reviewing their progress in
order to ensure that the project remains relevant in
terms of established business goals.

Agile Collaboration, iteration, regular reflections, flexible

Five values - Commitment, courage, focus, openness,

Scrum respect. Uses specific roles, events and artifacts, such as
sprints, daily scrum (short meetings).

Maximises customer value while minimising waste. Uses

Lean
fewer resources

Waterfall Traditional methodology. Linear sequential approach –

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 progress flows in one direction. Lack of flexibility

13. Identify at least two types of project-management tools and describe each tool and
its characteristics. Some examples are listed below, they should be generic items
(Gantt chart), not specific examples (e.g. Microsoft Project).

Project management tool Description

A timeline tool that breaks a project into smaller tasks,

each with an expected time duration. Tasks may run
Gantt chart sequentially, in parallel or overlapping. Important events
can be highlighted as a milestone. It presents a visual
overview of a project.

Project evaluation and review technique (PERT) is an

alternative to a Gantt chart. It displays information as a
PERT chart
network model using boxes and arrows. Relationships
between tasks can be easier to see.

This is a tree-style structure with the overall task on top,

Work breakdown structure
followed by project sections and individual tasks. Similar
chart
to a flowchart and components are logically linked.

It contains more focus on the status and complete

progress of the project and less detail on the duration
Status table
and task relations. It can also include information on
people.

14. Analyse the key features of the systems development life cycle (SDLC) phases.

There are a number of versions however the answers should cover the following:

Plan and requirements: The new system requirements are defined. In particular, the
deficiencies in the existing system must be addressed with specific proposals for
improvement. Other factors defined include needed features, functions and capabilities.

Design: The proposed system is designed. Plans are laid out concerning the physical
construction, hardware, operating systems, programming, communications and security
issues.

Development: The new system is developed. The new components and programs must
be obtained and installed. Users of the system must be trained in its use.

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 Testing: All aspects of performance must be tested. If necessary, adjustments must be
made at this stage. Tests performed by quality assurance (QA) teams may include
systems integration and system testing.

Deployment: The system is incorporated in a production environment. This can be done

in various ways. The new system can be phased in, according to application or location,
and the old system gradually replaced. In some cases, it may be more cost-effective to
shut down the old system and implement the new system all at once.

Note Upkeep / Maintenance is can be included as a correct answer depending on the

methodology. The answer would still be correct if it was not included

Upkeep and maintenance: This step involves changing and updating the system once it is
in place. Hardware or software may need to be upgraded, replaced or changed in some
way to better fit the needs of the end-users continuously. Users of the system should be
kept up-to-date concerning the latest modifications and procedures.

15. Compare at least two current systems development methodologies. Your answer
must include the advantages and disadvantages of each methodology.

Methodology Comparison Advantages Disadvantages

Waterfall An engineering based Simple to understand Rigid linear process

process model. It is a model does not cater
Sequential – step by
linear sequential for changing
step.
systems development requirements later in
Each phase has a
life cycle model the project.
specific entry and exit
consisting of phases Not suited to large /
point
within the complex projects
development cycle. Proven and well
where the solution
They are: known
may be flexible or not
1. Requirements Simple to manage as all requirements are
Analysis the process model is known in early stages
rigid
2. System Design Stakeholder feedback
Clear deliverables for does not take place
3. Implementation
each phase until after the testing
4. Testing
Resource allocation phase.
5. Maintenance. easy to assign and Problems are
All phases are manage discovered late only in
cascaded into each the testing phase

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 potentially resulting in
other. major coding re-work.

Progress flows steadily Can blow out the

Good for small
downwards through project schedule and
projects if all
the phases. costs if there are
requirements are
major problems found
A phase is started only clearly understood /
after the defined set Very difficult to
defined in the first 2
of goals are achieved estimate
phases.
for previous phase and No working software is
signed off produced until late in
the life cycle.

Spiral The spiral model Caters for changing Management more

combines an iterative business requirements complex.
4 phased development Allows use of End of the project may
approach with the prototypes. not be known early.
systematic sequential
Requirements can be Not suitable for small
Waterfall model. It
captured more or low risk projects
allows incremental
accurately. and could be
releases of the
expensive for small
product or Users see the system
projects.
incremental early.
refinement through Development can be Process is complex
each iteration around divided into smaller Spiral may go on
the spiral: parts. indefinitely.
1. Identification High risk parts can be Large number of
2. Design developed earlier intermediate stages
which helps in risk requires excessive
3. Construct / Build
management. documentation.
4. Evaluation & Risk
Analysis

Focuses on iterative
product builds or
releases

Especially suited to
software development

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 as products can be
developed in stages

It can be used to
effectively manage
changes in
requirements
throughout the
lifecycle.

Agile Agile is not a specific Adaptive software An overall plan, an

process model. It is development method agile leader and agile
used to describe any PM practice is a must.
Fast effective
model that uses the 4 response to changes Depends on a high
values and 12 level of customer
Small teams who work
principles interaction and
across the project
documented in the involvement.
deliverables
Agile Manifesto.
Not suitable for
Delivers early partial
It does this through an projects with complex
working solutions
iterative framework dependencies
which is incremental Suitable for either
Reliance on individuals
software is delivered fixed or changing
and their continued
in stages with the all requirements
involvement and
of the features Enables concurrent
performance
delivered in the final development
release. Transfer of technology
Easy to manage
skills can be
The Agile
Minimal rules and challenging among
Development Cycle
documentation team members
comprises:-
Very little planning
1. Gather
Requirements for the Fast coding
next iteration development

2. Refactor
development to
accommodate the
new requirements
(not done at first

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 iteration)

3. Develop / modify
and test code

4. Refactor (clean up)

Addresses the
problem of unknown
requirements at
project
commencement.

Focuses on satisfying
the customer by
supplying software
early and
continuously.

Continuous customer
involvement –actively
encourages customer
involvement as part of
the project team.

Promotes small close

knit teams of technical
staff / developers.

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